# data[].attributes.custom_properties.qQvEgwn0
1. Assessment provides ways for students to demonstrate their abilities, show what they know, allow them to see their growth, and be proud of what they have accomplished. 
2. Assessment includes ways for students to take responsibilities of their own learning and perform self-assessment, fostering their ownership and agency. 
3. Assessment entails a cycle of ongoing check, formative assessment, and summative assessment. Different forms of authentic assessment may ask students to create posters, images videso,  and projects and includes various modes of communication. 

# data[].attributes.headline
Chinese Mandarin Group B (Cindy Ai-Ling Li)

# data[].attributes.subject
Chinese Mandarin Group B (Cindy Ai-Ling Li)

# data[].attributes.custom_properties.qQvEgwn0
1. As a teacher, bear in mind that it's WE that are the masters in the classroom. So, how to see AI as supporting tools to support students, parents and communities instead of enemies is crucial.  Be more confident to learn how to interact and use AI.
2.  Teach students how to "appropriately" and "ethically" use AI is also crucial. 
3. The sky is the limit. Using AI for authentic assessment has multipla ways to achieve the learning goal.

# data[].attributes.headline
Chinese Mandarin Group C (Katharina Chung)

# data[].attributes.subject
Chinese Mandarin Group C (Katharina Chung)

# data[].attributes.custom_properties.qQvEgwn0
1. Assessment serves as a 'checkpoint' that informs instruction. Based on assessment data, teachers adjust pacing, use targeted strategies, and respond to students’ learning needs.
2. Teachers can use Kagan strategies to promote collaboration, active engagement, and classroom community. Low-tech assessments like Fist to Five, whiteboards, or Quiz-Quiz-Trade help check understanding and guide instruction in real time.  
3. When creating authentic assessments, teachers should use real-world tasks with real audiences, provide clear expectations, offer multiple ways to show learning (e.g., infographics, presentations, writing), and support multimodal learning, student choice-student voice.

# data[].attributes.custom_properties.qQvEgwn0
1 Comprehensive evaluation dimensions : assess students on multiple aspects like language use, creativity, cultural relevance, teamwork. 
2 Clear rubric level and criteria: detailed descriptions for each category, focusing on accuracy, fluency, logic.
3 Balanced weight distribution: language and content carry the greatest weight. 
4 Rubrics should be adapted according to students' proficiency levels and specific learning goals.

# data[].attributes.attachment_link.title
Virtual PD5 Group Activity-Modeling Yu Zhang Group (Mandarin)

# data[].attributes.custom_properties.qQvEgwn0
During our Hmong group discussion, we talked about how we can use authentic assessment to measure language as it connects to identity. We discussed the importance of grammar, fluency, and tone markers in the Hmong language and how to best assess these usage as they can change the meaning of words during casual conversation. Some Hmong speakers mix tones or grammar when speaking both Hmong and English, which can cause confusion or show how language changes across generations. We shared how to best assess tone markers authentically and help keep our language accurate and respectful, especially when speaking with elders. The use of films can teach us so much about language, like culture, keeps evolving, and it’s important for us to preserve it by continuing to speak, teach, and share it in everyday life.
We talked about using authentic assessment to our students' fluency.  Use authentic voice and carry a casual conversation. 

# data[].attributes.custom_properties.qQvEgwn0
1. Utilizing AI voice on projects (pros and cons)
2. Access to resources specifically for project based assessments
3. Being mindful that a higher proficiency in language does not equal comfort or greater desire to speak in 
4. Impact of assessment guidelines and grading criteria on language output 

# data[].attributes.custom_properties.qQvEgwn0
1. Meaningful and Integrated Learning: Design task-based/ project-based learning that connects language, content, and culture, using language as a tool for inquiry and meaning-making.
2. Learner Agency and Creativity: Encourage purposeful use of both languages through translanguaging, centering students’ identities, family stories, and community-based literacies.
3. Still some challenges: incorporating translanguaging in formal assessment, integrating with language and contents; lowering affective filters; be mindful with cultural, content, testing biases in test 

# data[].attributes.custom_properties.qQvEgwn0
Meaning of khảo sát, bài thi, bài trắc nghiệm, bài kiểm tra
What is assessment? What is authentic? 
Do we use rubrics?
Formative vs summative assessments

We talked about how assessment (khảo sát) plays such an important role in helping us see what students truly understand in both languages. We like how we use different forms, khảo sát, bài kiểm tra, bài trắc nghiệm, and bài thi, depending on our purpose. We discussed how using rubrics helps make expectations clear for students and ensures consistent grading. We also see how formative assessments guide our teaching during lessons.

# data[].attributes.custom_properties.qQvEgwn0
Purpose of PDs., sharing the Vietnamese authentic language use.
We shared strategies for using authentic Vietnamese language while focusing on translanguaging as a tool for assessment. 

By incorporating translanguaging, we can better capture students’ full linguistic abilities and understanding, rather than limiting assessment to one language. 

This approach allowed students to demonstrate what they know using both Vietnamese and English in meaningful ways. 

Through these PD sessions, we aimed to exchange ideas, develop equitable assessment practices, and ensure that our evaluation methods reflect the linguistic and cultural diversity of our Vietnamese Dual Language Immersion classrooms.

# data[].attributes.custom_properties.qQvEgwn0
1. How will participants get the shared folder of the work they submit?
2. Build a network of Vietnamese teachers to support each other and learn from each other.
3.Translanguaging:  what it looks like from the  administration level vs the classroom teachers.

We discussed the importance of building a strong professional learning community for Vietnamese DLI programs. We mentioned holding regular virtual or in-person meetings to share lesson plans, discuss challenges, and co-develop culturally authentic materials. Staying connected through email lists, shared drives, or messaging platforms can also help us collaborate between PD sessions.
Translanguaging could involve creating policies and professional learning opportunities that value students’ full linguistic repertoires and support teachers in implementing these practices. From the classroom teacher’s perspective, translanguaging occurs in daily interactions, such as encouraging students to use both Vietnamese and English strategically to foster a deeper understanding. When administrators recognize and support this approach, it empowers teachers to take more creative and flexible approaches to language instruction.